Pedagogical Factors That Affect Technology Integration at Two Universities of Technology in South Africa

S. Xakaza-Kumalo
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Abstract

This paper reports on a case study that was conducted at two South African universities of technology to explore the integration of technology in higher education institutions. Fourteen participants from these two institutions provided their perspectives about the pedagogical considerations that were important educational factors in the integration of technology in higher education institutions. The framework proposed by Tedre, Apiola, and Cronjé was used as a measuring tool to determine pedagogical elements that were essential in the adoption of technology. The aim of this research was to evaluate the effectiveness of the said framework as an analytical tool, and to contribute to its refinement. The central research question concerned the extent to which this framework was useful for a situational analysis at the relevant two South African universities. Although the universities’ educational strategies and policies were found to be analogous, differences were identified in the manner of and approach to the implementation of educational technology. The pedagogical considerations for e-learning uptake in both universities were similar to a certain extent. The findings further showed that most of the educational factors that affected technology integration resonated with pedagogical issues experienced in other developing countries. It was concluded that students could determine the future of learning as they persistently engaged in potentially rhizomatic learning environments. This paper offers recommendations that address dramatic transformation in higher education institutions due to emerging technologies and radical changes that are experienced. The limitations of the study and suggestions for future research are also highlighted.
影响南非两所理工大学技术整合的教学因素
本文报告了在南非两所科技大学进行的案例研究,以探索科技在高等教育机构中的整合。来自这两个机构的14名与会者提供了他们对教学方面的考虑的观点,这些考虑是高等教育机构中技术整合的重要教育因素。由Tedre、Apiola和cronj提出的框架被用作衡量工具,以确定在采用技术时必不可少的教学要素。本研究的目的是评估上述框架作为分析工具的有效性,并为其改进作出贡献。研究的中心问题是这一框架在多大程度上有助于在有关的两所南非大学进行情况分析。虽然发现大学的教育战略和政策是相似的,但在实施教育技术的方式和方法上存在差异。两所大学对电子学习的教学考虑在一定程度上是相似的。调查结果进一步表明,影响技术整合的大多数教育因素与其他发展中国家所经历的教学问题是一致的。结论是,当学生持续参与潜在的根茎式学习环境时,他们可以决定学习的未来。本文提出了一些建议,以解决由于新兴技术和经历的激进变化而导致的高等教育机构的巨大变革。最后指出了本研究的局限性和对未来研究的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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